Science Teaching in the Early Years of the Municipal Education Network of Florianópolis: the Role of Inter- and Intracollective Circulation of Ideas

This article analyzes the inter- and intracollective circulation of ideas in science teaching during the early years of primary education in the Municipal Education Network of Florianópolis (RMEF), considering the joint work of classroom teachers and science activity support teachers. This qualitative study draws on the theoretical frameworks of Ludwik Fleck and Paulo Freire to understand how thought styles and thought collectives are formed and interact in everyday school life. Based on interviews with teachers from five RMEF schools, the study identified promising collaborative experiences, but also challenges related to fragmented practices, divided responsibilities, and the lack of continuing education policies. The RMEF experience, with two professionals involved in science teaching, reveals the potential of dialogical work supported by spaces for listening and shared responsibility. The study concludes that the circulation of ideas as a formative practice requires public policies committed to the collective construction of knowledge.

Key words:
Science Education; Teacher Education; Intercollective Circulation of Ideas